CONTENTS:-
Unit I: Psychology and Educational Psychology (Nature of Psychology and Learners) :
1. Psychology: Meaning, Nature, Methods and Scope meaning of Psychology; Nature of Psychology; Psychology as Independent Discipline ;HistoricalDevelopment of psychology; Methods of Psychology; Scope of Psychology
2. Methods of Psychology and Educational Psychology Need for Methods of Psychology; Classification of the Methods of chology; The Clinical Method; Differential or Survey Method Statistical Method; Psycho-Analysis or Psycho-Analytic method; Cross Sectional vs. Longitudinal Method; Case Study :method; Experimentation; Interview Method; Introspection method; Observation Method; Sociometry Method
3. Meaning, Scope, FunctionsSignificance of Educational Pychology M'eaning of Educational Psychology; Nature and Limitations of Eucational Psychology; Scope of Educational Psychology: Several Ways of Classification; ' When to Teach', 'What to Teach', and 'How to Teach' Questions of Educational Psychology; Importance of Educational Psychology; Functions and Significance of Educational Psychology to Teachers; Summing up
4. Stages of Human Development: Specific Stage Characteristics and Developmental Tasks Meaning of Human Development; Characteristics and Principles of Development; Educational Implications of the Principles of Development; Interrelationships and Interdependence of various Patterns of Development; Stages of Development; Characteristics of Each Stage of Human Growth and Development and Educational Implications; Significance of the Knowledge of the Growth and Development Process to the Teachers; Developmental Tasks at Various Stages; Guidelines for Parents and Teachers Relating to Developmental Tasks
Unit II: Understanding The Learner: Stages of Human Development :
5. Human Physical Development Pattern: Significance of Physical Development of Human Beings; Meaning and Dimensions of Physical Development Pattern; General Pattern of Physical Development; Characteristics of Physical Development Pattern and Needs of Children; Growth and Development Rate, Growth and Development Curve: Characteristics and Stages; Common Causes of Delayed Motor and Physical Development; Factors Affecting the Pattern of Physical Growth and Development; Educational Implications of the Physical Development Pattern of the Children for the Teacher; Organisation of Physical Development Programme; Summary: Important Characteristics of Physical Development Pattern
6. Human Social Development Pattern : Meaning of Human Social Development Pattern; Characteristics of Social Developm!!nt Pattern; Social Development Pattern of the Child at Different Stages; Factors Affecting the Social Development of the Child; Hindrances in the Social Development of the Child; Role of the School in the Social Development of the Child; Teacher's Role in the Social Development of the Child; Concluding Observations
7. Human Emotional Development Pattern: Significance of Emotional Development Pattern; Meaning of Emotions; Chief Characteristics of Emotions; Positive and Negative Effects of Emotions; Unaerstanding Emotions of Anger, Fear, Love and Jealousy; Emotional Behaviour Pattern at Different Stages; Classification of Emotional Pattern; Comparison Between the Emotional Pattern of Childhood and Adulthood; Factors at Home and at School which Disturb the Emotional Development of Children; Training, Sublimating and Modifying Emotions; Role of the School and the Teacher in the Emotional Development of the Child
8. Human Cognitive Development Pattern: Meaning of Human Cognitive Development Pattern; Process of Cognitive development Pattern; Various Areas or Aspects of Cognitive or Mental Development Pattern; Factors Affecting Cognitive Development Pattern; Cognitive Development Curve; Jean Piaget's Theory of Cognitive Development Pattern; Educational Implications of Piaget's Theory of Cognitive Development and the Role of the School and Teacher
9. Characteristics, Needs and Problems of Adolescents: Meaning and Definition of Adolescence; General Characteristics of the Period of Adolescence; Specific Needs of Adolescence with Special Reference to Indian Adolescents; Physical Needs of the Adolescents and their Satisfaction; Emotional and Psychological Development Needs and their Satisfaction; IntellectualMental Needs of the Adolescents and their Satisfaction; Moral Development or Satisfaction of the Moral Needs of the Adole-scents; Social Development Needs of the Adolescents and their Satisfaction
10. Adolescents, Sex Education: Problems, Worries, Fears and Development Tasks: Interrelatedness of Needs and Various Aspects of Development of Adolescents; Classification of Problems of Adolescents; Specific Problems and Worries of Adolescence; Developmental Tasks for Adolescents and their Implications; Pedagogic Practices for Developmental Tasks of Adolescents; Developmental Tasks and Class and School Organisation; Needs and Developmental Tasks of Indian Adolescent; School Programme and Adjustment of Adolescents: Developmental Tasks and Needs. Role of Teachers; Adolescent and Sex Education
11. Indian Adolescents: Needs, Aspirations, Interests, Attitudes and Self-Concepts Situational Analysis of Adolescents in India; Changes in the Society Affecting Adolescence DevelopmenU; Major Needs, Interests and Attitudes of Indian Adolescents; Important Problems and Issues Involved in the Proper Development of Indian Adolescents; Directions Helpful to Find Suitable Solutions to Adolescent's Problems; Self-Concept and Educational Implications
12. Guidance and Counselling for Adolescents: Meaning and Need for Educational Vocational Guidance and Counselling Meaning of Guidance; Nature and Characteristics of Guidance; Aims, Functions and Kinds of Guidance; Brief History of Guidance; Educational Guidance: Meaning and Need; Vocational Guidance: Meaning and Need; Counselling and its Types: Role of the Counsellor
13. Organisation of Guidance and Counselling Services for Adolescents in Schools: Need for Guidance Services; Scope of Educational, Vocational Guidance and Counselling for Adolescents ;, Aims, Purposes and Functions of Educational Guidance at the Secondary and Senior Secondary Stage of Schooling (Adolescence Stage); Aims, Purpose and Objectives of Vocational Guidance for the Adolescents; Why Special Emphasis on Guidance at the HigherSenior Secondary Stage; Guidance Programme in School: Scope; Educational Vocational Guidance Process and Counselling; Organisation of Guidance Services in a Senior Secondary School: Special Considerations; Guidance Personnel; Functions of the Counsellor and Guidance Programme; Methods of Educational and Vocational Guidance; Facilities Required for Guidance; Career Guidance: Need and Significance of Career Planning
Unit III: Learning and Motivation :
14. Concept of Learning: Meaning, Nature and Process Meaning and Definitions of the Term Learning; Nature and Characteristics of Learning; Broad Aims, Objectives and Outcomes of Learning; Types of Learning; Major Domains and Main Areas of Learning; Educational Implications of Domains of Learning; Learning Process and Its Aspects
15. Factors of Learning: Personal and Environmental: Classification of Factors of Learning; The Child as a Learner and Personal Factors Affecting Learning; Subject Matter and its Presentations as a factor in learning; Environment as a Factor in Learning; Teacher as the Inductor of Change and a Factor in Learning; Some Problems in the Field of Learning; Making Learning Effective: Role of the School and the Teachers; Learning and Maturation; Heredity (Genetic) and Environment (Nurture) on Learning; General Principles of effective Learning; Summary
16. Nature, Types and Techniques of Enhancing Motivation: Meaning, Definition and Nature of Motivation; Definition, Sources, Types and Nature and Characteristics of Motivation; Process and Importance of Motivation; Maslow's Need Hierarchy; Merits .and Criticism of Maslow's Theory as Applied to Learning; Techniques of Enhancing Learner's Motivation
17. Theories of Learning and their Educational Implications: Meaning, Significance and Classification of Theories of Learning; Behaviourist Theories of Learning; Thorndike's Theory of Learning; Skinner's Theory of Operant Conditioning; Gestalt Theory of Learning or Theory of Insight Learning; Comparison of Thorndike's Theory and gestalt Theory; Information Processing Theory of Learning by Gagne and Others; Rogers and Maslow's Humanistic Theories of Learning
Unit IV: Intelligence :
18. Intelligence: Meaning, Nature, Characteristics and Development: Meaning and Definition of Intelligence; Intelligence and Scholars of Ancient India; Operational Definition and Meaning of Intelligence; Kinds of Intelligence and a Few Generali-sations; Development of Intelligence and Mental Testing; Measurement of Intelligence; Basic Concepts Involved in intelligence and Intelligence Testing; Classification of Individual on the Basis of I.Q..; Important Uses of Intelligence Tests in evaluation
19. Classification of Intelligence Tests and Theories of Intelligence: Classification of Intelligence Tests; Intelligence Testing in India; Description of Some Tests; Theories of Intelligence; Spearman's Two-Factor Theory f; Thomdike's Multi factor Theory; Thurstone's Group-Factor Theory; Guilford's Theory of Structure of Intellect () or SI Theory of Intelligence; Evaluation of the Theories of Intelligence Including S.I. Model and their Educational Implications
Unit V: Personality :
20. Personality: Meaning, Nature, Development of Integrated Personality: Meaning, Definition and Nature of Personality; Complex Nature of Personality and Definitions of Personality; Characteristics and Nature of Personality; Behavioural Patterns of Personality; Marks of Balanced Development of Personality; Classification or Types of Personality; Development of Personality: Biological and Socio-cultural Determinants; Barriers in the Development of Integrated Personality; Integration of Personality and the Role of the School
21. Theories of Personality and Their Educational Implications: Need for Theories of Personality; Classification of Theories of Personality; Allport's Trait Approach Theory; Raymond B. Cattell's Factor Analysis :Theory; Psychoanalytic Theory of Sigmund Freud (-)
22. Exceptional Children, Their Education and Development: Meaning, Definition and Classification of Exceptional Children; Broad Classification of Exceptional Children; Need for the Education of Children with Special Needs or Exceptional Children; Special Education; Integration or Mainstreaming Approach.to the Education of the Exceptional Children; Role of the Regular Teacher when Integrated System comes into Operation; Necessary Equipment Needed for the Resource Room; Comparative Study of Two Types of Programmes: Special and Integrated for the Education of the Handicapped; Projects of Integrated Education for DisabledPhysically Handicapped Children
23. Children with Learning Disability (Dyslexia) and Other Problems: Children with Learning Disability; Education of the under Achiever Children; Education of the Backward Children; Cognitive Differences and Cognitive Development
24. Individual Differences and Accommodating them in the Classroom Significance of Individual Differences in Teaching-learning; Types of individual Differences; Indivldua Dmerent_S: Readiness I .; Educational Implications of Individual Differences; Meeting Needs of Individual Differences: Teaching Strategies and Class-room Measures ;General Guidelines for Meeting Individual Differences; Integrating Handicapped Children, Backward Children and Children with other Differences with the Mainstream
25.Learner Centred Techniques for Exceptional Children Introduction; The Gifted Children; Physically Handicapped Children; Education of the Blind; Children with Visual Impairments or Disability; Children with Hearing and Speech Impairment; Children with Orthopaedic and Locomotor ImpairmentDisability; The Mentally Retarded Children and their Education
